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ERIC Number: EJ944124
Record Type: Journal
Publication Date: 2010
Pages: 20
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1481-868X
Native and Non-Native English Speaking Student Teachers Engage in Peer Feedback
McGarrell, Hedy
Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, v13 n1 p71-90 2010
This paper draws on data from questionnaires and participant discussion posts on WebCT to show how native and non-native English speaking student teachers explore the topic of peer feedback. Engaging in peer feedback for their own draft papers provides student teachers an opportunity to gain experience, then reflect on their experience and consider it in light of course readings and discussions. The data show that participants' comments revolve primarily around an initial lack of confidence in their own and their peers' ability to offer useful feedback; the difficulties of offering criticism without negatively affecting social relationships; and, knowing what to comment on as well as how to formulate the comments. Findings show that both native and non-native English speaking participants share the same concerns. They also show that connecting experience with development provides valuable learning opportunities for the participants. (Contains 6 tables and 3 footnotes.)
Canadian Association of Applied Linguistics / Association canadienne de linguistique appliquee. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: http://www.aclacaal.org
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A